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The impact of adult and peer models on conforming to the values of others

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The impact of adult and peer models on conforming to the values of others

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Content THE IMPACT OF ADULT AND PEER MODELS ON CONFORMING TO THE VALUES OF OTHERS by Lois Vodhanel A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (Education) December, 1982 UMI Number: DP24952 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI DP24952 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17. United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 1346 UNIVERSITY OF SOUTHERN CALIFORNIA T H E G R A D U A T E S C H O O L U N IV E R S IT Y P A R K LO S A N G E L E S . C A L IF O R N IA 9 0 0 0 7 This dissertation, written by .Loi s_ Vodhanel... under the direction of h&V..... Dissertation Com mittee, and approved by all its members, has been presented to and accepted by The Graduate School, in partial fulfillment of requirements of the degree of D O C T O R O F P H I L O S O P H Y Dean Date.... No.Yemb.e_r ..16.,...1 3 8Z . DISSERTATION COMMITTEE .. " Chairman DEDICATION This dissertation is dedicated to Walt Verbanic, my fiance, whose love and support during this time is greatly valued. ACKNOWLEDGMENTS There are many people who have contributed directly or indirectly to making the completion of this dissertation possible. All deserve my warmest thanks. To Dr. Myron Dembo, who served as my committee chairman, and provided invaluable suggestions, criticism, patience, and guidance throughout the work on this dissertation. To Dr. Jeri Benson, who gave me an indepth exposure to statistics and measurement, and who provided significant criticisms for the successful execution of the study. To Dr. Russell Me Gregor, for his support of my desire to expand my understanding of cinema and television production. To Dr. Leo Buscaglia, my long time friend and teacher of values, love, self-actualization, and spirituality, whose inspiration has encouraged me to explore my own potentialities. To Cynthia Cohen, for her assistance as my computer programmer, and also her willingness to be my primary support person during this study. i i i To educators, Jeanne Yamamoto, Dr. Noriko Saito, Tia Anderson, Shelley Pierson, Jon Knorr, Janet Seito, Carol Schwartz, and Ruth Bishop for their contributions through various phases of the study. To other friends, Janice Roper, Tracy Hahn, and Jan Buckner for their participation during the study. To the children who dared to risk and grow through the process of values clarification. To my parents and family, for their lifetime encouragement of education at the University of Southern California which made all of this possible. TABLE OF CONTENTS PAGE DEDICATION........................... ii ACKNOWLEDGMENTS .................................... iii LIST OF TABLES . .......................................vii CHAPTER I THE PROBLEM AND ITS IMPORTANCE Introduction . . . . ................. 1 Background ............................ 2 Problem Situation ..................... 4 Purpose of the S t u d y .......... 6 Importance of the Study ........ 6 Research Hypotheses ................... 7 Limitations ..................... 8 Organization of the Remainder of the Study . ..................... 8 II REVIEW OF. LITERATURE Values Clarification Theory ........... 9 Values Clarification Research ........ 12 The Influence of Adult and Peer Models 23 Conformity and Values ............... 28 v CHAPTER PAGE III METHODOLOGY Subjects ..... ..................... 31 Instrumentation ....................... 32 Theoretical Background ........... 32 Construct Validity ............... 33 Content Validity............ 33 Selection of I t e m s............. 36 Scoring . . . ............ 36 Reliability..........................36 Procedure................................ 37 Design . . . ....................37 Data Analysis........................40 IV RESULTS AND DISCUSSION Conformity at the Elementary Level . . . 41 Conformity at the Junior High Level . . 43 Conformity at the High School Level . . 44 Sex Differences ...... ............. 45 Summary.................................. 46 Discussion............ 47 V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . 52 REFERENCES............................................... 58 APPENDIXES .........................................67 A. PILOT STUDY OF RESPONSES..............68 B. INSTRUMENT.............................72 C. TREATMENT.............................76 D. I LEARNED STATEMENTS . 79 vi LIST OF TABLES TABLES PAGE 1. Table of Specifications for Value Dilemma Instrument employing Value Clarification Processes............................. 34 2. Sample Means and Standard Deviations of Conformity Scores to Adult and Peer Models . . 42 v i i CHAPTER 1 THE PROBLEM AND ITS IMPORTANCE Introduction I learned from values clarification that most people basically feel the same way and that the majority of us, say what we want other people to hear and say. (a student response) Values clarification is an approach to moral education which has had considerable impact on the teach ing of values. This program is not concerned with the content of values, but rather is defined as a process of valuing through prizing, choosing, and acting on one’s beliefs and behaviors (Raths, 1966). By focusing students’ attention on issues and applying the foregoing processes to behaviors which signal value confusion, such as apathy, uncertainty, and flightiness, a more consistent pattern of behavior emerges (Simon, Howe, £ Kirschenbaum, 1972). To implement the value processes, teachers utilize a variety of strategies that encourage students to con sider value choices in terms of alternatives, consequences, and evaluation of their responses. An atmosphere of open ness and trust is encouraged, so that students may explore 1 their values without fear or ridicule from peers or teacher hostility. But often in discussions, students will seek the safe middle ground and refrain from making public, opinions that reflect more extreme viewpoints. One of the major criticisms of values clarification is the issue of conformity. There has been a paucity of research attempting to address this issue. The proponents of values clarification (Raths, 1966; Simon et al., 1972) espouse that strategies encourage students to think about alternatives, to look more closely at their behavior, and to clarify for themselves what they believe in. Yet the childhood socialization research suggests that adult and peer models exert a substantial amount of pressure to conform to the values of others (Brody § Henderson, 1977; Le Furgy § Woloshin, 1969; Suls, Gutkin, § Kalle, 1979). In this study the impact of adult and peer models on inducing conforming responses was evaluated in an attempt to discover the determinants of value choices. Background A major concern in the area of moral development is whether procedures exist to accelerate the formation of values in children. Two fundamental courses have been charted in recent years, the cognitive developmental (Kohlberg, 1964) and values clarification (Raths, 1966) 2 approaches. The Kohlbergian model is a developmental, stage-like process which emphasizes the gradual maturation of cognitive structures. According to Kohlberg (1973) a child moves in sequence through three levels of moral reasoning (pre-conventional, conventional, and post-conventional) regarding moral issues. The discussion of moral dilemmas stimulates students to higher stages and more complex moral reasoning. Values clarification as espoused by Raths (1966) is concerned with the process of value formation. The goal is to help students become more aware of their beliefs through a process involving choosing freely, from alter natives, after thoughtful consideration, prizing, cherish ing, affirming, and then acting upon choices. The appli cation of this process results in a consistent pattern of beliefs and actions. The proponents of values clarifi cation (Simon et al., 1972) claim that students who are exposed to this program become less flighty, less conform ing, and more energetic and critical in their thinking. Research, however, indicates that value clarification interventions are ineffective as modifiers of value change, equivocal in affective areas, and possibly influential in areas of value-related behavior change (Leming, 1981; Lockwood, 1978). _____________________________________________________________________ 3_ The crux of this moral education program is to assist learners in understanding their own attitudes, ideas, and values in relationship to the values of others. Yet the wide diversity of affective, cognitive, and behavioral components represented in values clarification, makes it difficult for researchers to adequately test the theory. A confused philosophy of absolute relativism and inade quate psychology of individualism, coupled with incon sistencies in methodology also confound the goals which lie at the very heart of the program. The Problem Situation The pressure to conform to the values of others, contradicts the basic premise of individualism and ethical relativism represented in values clarification. Elements of peer pressure and adult influences cannot be ignored in the process of clarifying one’s value systems. In discussions, students may avoid extreme positions and seek the safe middle ground (Grinder, 1973). When values clarification is juxtaposed against the influence of parents, peers, and adults; the latter can either facili tate or impede the development of independent values. Further empirical evidence on modeling and conformity suggests that the agents of social influence can ignite a dramatic convergence to false norms (Aronson, 1972; 4 Bowerman § Kinch, 1959; Dorr § Fey, 1974). Generally, it appears that adult influences should be most potent at early ages, yet the duty to conform grows with the onset of the interdependence of groups and the ability to take the role of another (Flavell, 1968). Conformity to the values of others is expected to follow a developmental trend peaking at age twelve or fourteen. A drop off in conformity is expected after fifteen years of age (Patel § Gordon, 1960). It could be argued that one should look at how adolescents and children are influenced by the values of others in terms of age groups. The social agents of influence are forces creating similarities and differences in the acquisition of values. In trying to disentangle these forces, we confront a vast array of influences, which may facilitate or impede the formation of independent values. There is evidence to suggest that adults exert a tremendous influence on the values of children in early childhood (Brody et al., 1977; Dorr et al., 1974) yet as the child moves into pre-adolescence, there is a pressure to conform to the values of peers (Le Furgy et al., 1969). The value systems that emerge in response to these social influences, are crucial in understanding the issue of conformity in values clarification. 5 Purpose of the Study The purpose of this study was directed to the need for research on the relationship between conformity and the acquisition of values. Although the advocates of values clarification (Raths, 1966; Simon et~al. , 1972) assert that their approach will remedy behaviors which signal value confusion, such as conformity, the litera ture in child development suggests that conformity may be an intervening variable (Berenda, 1950; Berg § Bass, 1961; Coleman, 1974) in the value clarification process. This study investigated the relative impact of adult and peer models on the formation of values in three age groups (upper elementary, junior high, and high school). Specifically, this study was designed to yield information about the developmental trend of conformity as it related to value dilemmas. In addition, sexual differences in conformity behavior were investigated. Importance of the Study The crux of values clarification lies in the formu lation of one’s own independent value systems in relation to the value systems of others, yet the impact of adult and peer models may confound the basic premise of this program. It may be inaccurate to define value formation 6 as a process of choosing freely, after consideration of the alternatives and consequences of attitudes, beliefs, and ideas. The basis of values clarification may need to be reformulated in contrast to the extent that values are taught by peer groups, parents, teachers, and the media. Also age-related acquiescence to models and sex differences in conformity behavior need to be considered. Re s e arch Hyp o the s e s The following hypotheses regarding conformity to the values of others were examined. 1. Value choices of children (age 9-11) as related to values clarification are influenced signifi cantly by adult models and less significantly by peer models. 2. Value choices of adolescents (age 12-14) as related to values clarification are influenced significantly by peer models, and less signifi cantly by adult models. 3. Value choices of adolescents (age 15-17) as related to values clarification are influenced less significantly by either adult or peer models. 4. Females are expected to be more influenced than males to adult and peer models. 7 Limitations This study was limited to the following two conditions. First the experimental nature of the study indicated that care should be taken in extrapolating to the natural set ting of the classroom. Second, subjects did not actively participate in a discussion, but as passive listeners responded to the conforming responses of models. Organization of the Remainder of Study This chapter introduced the study by discussing the background and nature of the problem, purpose, and im portance of the study. Research hypotheses and limitations were listed. In Chapter II is reviewed the relevant literature in the areas of values clarification theory and research, the influence of adult and peer models, and the relation ship of conformity and values. In Chapter III is explicated the description of the sample, instrumentation, research design, procedures, treatment, and data analysis. In Chapter IV is presented the findings of the study together with interpretations and summary. In Chapter V is presented summary, conclusions, and recommendations for further research from this study. 8 CHAPTER II REVIEW OF LITERATURE The following review of literature will focus on values clarification theory and research, the influence of adult and peer models, and the relationship between conformity and values. Values Clarification Theory Values clarification evolved from the founder’s con cern for the display of value disorientations by American youth (Raths, 1966). In a world of contradictions and overchoice, the youth of today are confronted by a plethora of value conflicts and complicated, decisions. The proponents of values clarification have stressed the fact that the children of today are finding it increasingly difficult to decide what values are worth one's time and energy. Confusion is common and results in apathy, uncertainty, inconsistency, and overconformity. This moral education program rests on the premise that values are constantly shaped by experiences that mold and test them (Simon § Clarke, 1975). It is a process 9 involving choosing freely, from alternatives, after thoughtful consideration, prizing, cherishing, affirming, and then acting upon choices. Accordingly, the theorists of values clarification (Raths, 1966; Simon et al., 1972) define a value as the outcome when the above criteria is satisfied. Advocates of values clarification claim that their program leads students to more positive, purposeful, enthusiastic, and proud behavior; the expectation is that students will be rewarded with a healthy mental life with satisfying personal growth (Simon et al., 1975). The range of exercises as outlined by Raths (1966) and Simon et al. (1972) cover a broad range of affective, cognitive, and behavioral components. Such strategies involve publically professing feelings such as Strongly Agree/ Disagree, Value Focus Game, or Rogerian Listening where students are divided into groups for the purpose of sharing communications. Other strategies such as Values Continuum and Consequence Search require rational and analytic thinking. In these exercises, students are encouraged to search for alternatives and consequences of actions, and to defend their choices in front of a group. Other strategies are based on actions leading to a more consistent behavior, such as the Pattern Search Strategy, in which students try to improve life patterns, or the Value Data Bank in which students gather data on their 10 value systems with the intent of more personal control. Another use of the values clarification approach is to link strategies with subject matter as an integrating device to make content come alive and at the same time to involve the students in the process of valuing. For example, a unit in ecology might begin with a strategy which helps the students to identify their feelings and attitudes about environmental issues. After investigating relevant subject matter, students might decide on a course of action, relevant to ecological concerns. The great diversity in the theoretical underpinnings of values clarification has resulted in the emergence of important criticisms in moral development literature. Several writers asserted that values clarification is a confused philosophy of individualism, resulting in superficialities and inconsistencies in methodol ogy (Harrison, 1977; Stewart, 1975). Lockwood (1975) stated that values clarification lacks a distinguishable moral point of view, and overlaps considerably with the basic goals of client-centered therapy. Both researchers agree that a new formulation of values clarification theory is greatly needed. Nucci (1982) also indicated that values clarification fails to distinguish between values arrived at by social convention and matters of morality. This criticism presents a serious problem in this theory, which 11 may confound the goals which lie at the very heart of this program. Values Clarification Research Leming (1981) in his review of values clarification argued that no research has adequately tested this theory. Part of the fault lies in the broad theoretical perspective put forth by the founders of values clarification, making it difficult for researchers to deal effectively with the diversity represented in the theory. In addition, most studies are characterized by a wide range of dependent variables such as self concept, achievement, and attitude change, when the relationship between values clarification and these variables is not straightforward. In other studies, researchers attempted to measure the attainment of values, although the theory is represented as a process approach. Consistency in behavior and beliefs are desired outcomes of values clarification, and research studies in this area have shown promising results. In this section, intervention studies utilizing values clarification will be examined in five areas: value change, value-related behaviors, values and self concept, curricular effectiveness of values clarification, and attitude change from significant others (peers or teachers). At the outset, one major flaw in most values 12 clarification research is the lack of reliable and valid instruments for the measurement of the impact of this program. In addition, many studies are flawed by the use of inappropriate statistical tests, internal threats to validity, and the lack of follow-up testing. Value Change Although the advocates of values clarification (Kirschenbaum, 1977; Raths, 1966) have clearly stated that value change is not to expected by the application of these strategies, most researchers expected to find a significant difference on this variable (Dixon, 1978; Gillihan, 1975; Medford, 1975; Olson, 1974; Sklare, 1974; Temple, 1979; Watkins, 1977). With the exception of the Sklare study, no change in the values of the subjects was reported as a result of values clarification interventions. Sklare (1974) claimed that high school psychology students became clearer in their values as measured by the Differential Values Inventory, after experiencing ten weeks of one hour values clarification treatments. Lockwood (1978) expressed a low confidence in the study due to inappropriate statistical tests while the lack of results in the two week massed practice group casts some doubt in light of possible threats of history and matura tion. The claimed effects seem unwarranted in view of several studies (cited on the following page) which _________ 13 demonstrated no significant alterations as a result of values clarification interventions. A common theme in these studies is the use of values surveys: Medford (1975) and Watkins (1977) with the Rokeach Value Survey, and Temple (1979) and Gillihan (1975) with the Perception of Values Inventory. In the context of values clarification, these instruments present a limita tion on measurement gains. One major problem is the artificial constraint that is imposed on the subjects. Rather than requiring participants to describe their own values which is more appropriate to the goals of the pro gram, the imposition of artificial responses may have little meaning to the objectives of the values clarifi cation process, thereby resulting in construct and content validity problems. The results of Dixon (1978) and Olson (1974) involving processes of value change, are more closely aligned to the expected outcomes of values clarification. Dixon employed a value/ non valuing scale based on those behaviors that Raths (1966) associated with value clarity (positive, purposeful, enthusiastic and proud behavior). Experimental subjects showed significant gains in the desired direction as a result of values clarification when compared to controls. The instrument employed teachers1 reports, possibly posing a threat of subjectivity; ___________________ 14 although the researcher established inter-rater and inter reliability measures. Olson (1974) in a study designed to measure outcomes of values clarification processes in ninth grade students found significant differences between experimental and control groups. The experimental group reported that it chose, identified with, prized, and acted on values signi ficantly more than on the pre test or when compared to the control group, as measured by Olson’s Valuing Process Inventory. One unexpected finding was the disclosure of the subjects that in choosing values; they did not always identify with or act on their choices. As a result, more self-differentiation and explicit analysis of values surfaced in relationship to situational effects. The foregoing studies suggest that some concordance exists in the process of value change in the desired direction as a result of value clarification training, but also discordance in the desired clarity of values as measured by value surveys is also evident. The data as a whole suggest a lack of empirical support for positive value change, indicating that values clarification fails to influence the values of students, which is also con sistent with the founder’s claim that values cannot be taught (Raths, 1966). 15 Value-related Behavior Change One of the central claims of values clarification is that it will produce changes in behaviors which signal value confusion, such as conformity, apathy, flightiness, dissension, drifting, inconsistency, uncertainty, and roleplaying. Generally, it appears that values clarifica tion on the basis of teachers’ perceptions (Covault, 1973; Guziak, 1975) and a measure of observable behavior (Wenker- Konner, Hammond, § Egner, 1973) can influence students’ classroom behavior. Covault (19 73) found that students demonstrated less acute and less frequent manifestations of these behaviors as measured by a value-related scale at the elementary level. Guziak (1975) in a replication of the above study also found significant improvement in value-related behaviors with the same age group. Contrary to these studies, Greco (1977) failed to obtain the expected change as measured by Covault’s Value-related Behavior Scale. This finding suggests age-related differential effects of values clarification in terms of behavioral outcomes. Yet one major limitation of the foregoing studies was the use of teachers’ judgements rather than direct measures of behavior. Wenker-Konner and al. (1973) in a well designed study, used direct measures of behavior with the intent 16 of studying the effects of values clarification strategies on the participation rate of fifth grade students. Rath’s "non-valued" behaviors such as apathy and flightiness were translated into fifty five discrete classroom behaviors. These were grouped under the headings of active partici pation, alternative behavior, inappropriate verbal behavior and refusal to participate. Ten children unknown to the teacher, were selected for lack of participation and disruptive behavior. After observation for a baseline score, treatment effects were measured. The researchers claimed improvement in active participation during values clarification and a decrease in such inappropriate beha viors, such as refusal to participate and engaging in al ternative behaviors. The authors acknowledged that the interpretation of behavior change is difficult, and there is some uncertainty about whether participation scores increased due to the nature of the treatment, or whether the increases reflected a true involvement in the process of clarifying values. There is no simple statement concerning the impact of values clarification on value-related behaviors, yet the bulk of the evidence, suggests a consistent picture of students’ selecting less undesirable behaviors such as apathy, overdissension, and flightiness. 17 Values and Self Concept There is no persuasive evidence to suggest that values clarification has a positive impact on self esteem, self concept, and personal adjustment (Chapman, 19 79; Edwards, 1976; Gray, 1975). Although various researchers (Covault, 1973;; De Petro, 1975; Fitzpatrick, 1975 ; Guziak, 1975; Me Cormick, 1975) have claimed a positive effect on these variables, with the exception of the Fitzpatrick study, most were flawed by inappropriate statistical tests and interpretations. The Fitzpatrick (1975) study was the soundest due to the randomization of treatments and subjects, large sample size, use of co-variance, substantial duration of treatment, and consistency of treatment with values clari fication theory. The sample, however, was drawn from a parochial population, thereby limiting generalizability to public school populations. In addition, there are empiri cal reasons to believe that an interaction of some teacher variables with treatment variables may account for the variation in treatment effects. In light of the Gray (1975] and Chapman (19 79) studies where the same instrument was used with no significant impact on self concept from values clarification strategies, indicates that the results of the Fitzpatrick study were ephemeral. On the whole, other research has failed to yield 18 increases in self concept with low SES children. Bernreuter (1980) and Frances (1981) reported no change in self concept as a result of long durations of values clarification training. Bernreuter resported that self concepts of experimental subjects were significantly lower sixty days after the treatment, which demonstrates the instability of the construct itself. One major problem is the lack of theoretical specifications of the links between value processes and self concept differentiations. With respect to these limitations, the inescapable con clusion is that values clarification is ineffective as a modifier of self concept. Values and Achievement Although the proponents of values clarification recommend the incorporation of their strategies into the subject matter, the curricular effectiveness of this pro gram has not been demonstrated in research. In one study, the process of values clarification actually interfered with the type of learning that the Metropolitan Achievement Test measured (Reisberg, 1977). Several researchers (Chapman, 19 79; Compton, 1979; Coony, 1976; Johnson, 1977; Simmons, 1975) have reported no significant gains in achievement as a result of values clarification interven tions, while other researchers have demonstrated an impact on achievement (Barman, 1974; Fitzpatrick, 1975; Pracejus, 19 1974). The claims of Fitzpatrick (1975) and Pracejus (1974) studies indicating an increase in reading efficiency as a result of values clarification, seem tentative. Both studies obtained small advantages for the treatment groups, but in the absence of follow-up testing, these findings seem questionable. Also these results may be ephemeral in light of Chapman (1979) and Compton (1979) studies where no impact on achievement was reported at the elementary and high school levels. The impact of values clarification on achievement in science, was also measured in three studies (Barman, 1974; Coony, 1976; Simmons, 1975). Of the foregoing studies, only Barman found a significant effect, however the relatively long duration of the treatment (eighteen weeks) posed threats of history and maturation. Although the theorists of values clarification convey the impression that their techniques are crucial for the teaching of subject matter (Simon et al., 1972), the relationship between values and achievement is not precise nor clear. Values clarification may provide the possibility for curriculum that grows out of the actual needs, concerns, and interests, and goals of students, yet there is no conclusive evidence to suggest that this program has a positive impact on achievement. • 20 At titude" Change The observation of childrens responses to sociali zation agents has resulted in attitude changes, as re ported by various researchers (Coy, 1974; Godfrey, 1976; Temple, 1979). Godfrey found that experimental subjects expressed significantly more acceptance of the influence of others in respect to behavior changes. Temple also re ported a significant increase in the acceptance of peer suggestions, as a result of values clarification training. Attitudes toward the teacher, also increased in a positive direction as result of Coy’s intervention. The implica tions of these findings are that interactions between peers and adults can increase the influence over behavior choices of students. Hoffman (1977) stressed the fact that the influence of significant others is crucial for an under standing of moral development. Summary In general, research suffers from the lack of an articulated theoretical framework; thereby creating difficulties for researchers in measuring the impact of values clarification strategies on various dependent variables. Some exercises involve publically professing feelings, while others require analytic thinking, or acting on chosen beliefs. This great diversity of 21 affective, cognitive, and behavioral components, repre sented in the theory, are in need of greater parsimony and clarity. To summarize research intervention studies, there is little empirical proof for positive value change as a result of values clarification training. Outcomes, such as consistency in behaviors and beliefs, have shown some promising results in intervention studies using teachers’ ratings or direct observation instruments. Research regarding curricular effectiveness has not been demon strated, nor is the evidence persuasive for values clarification as a modifier of self concept. Observations of children’s responses to socialization agents, has shown some resulting changes in attitude to significant others. It seems unlikely that values clarification research will produce more conclusive findings in this domain, until more reliable and valid instruments are developed. Operational definitions of the processes and objectives of this program are greatly needed in an effort to capsulate the various components into measurable factors. In addition more rigorous and appropriate research design, statistical manipulations, and interpretation is greatly needed in the area of values. It seems plausible that a new reformu lation of values clarification is indicated in the future. 22 The Influence of Adult and Peer Models Initially, the locus of the individual’s value system is within the family (Hoffman, 1970) and that children resemble their parents in some of their value choices (Feather, 1975). Similarities were found between parents and children with values, such as world peace, wisdom, happiness and responsibility as important. Values, such as obedience, imagination, recognition, and salvation, were of low priority to both groups. Children, when compared to their parents, assigned importance to values, such as excitement, beauty, close companionship, freedom, and relationship. By contrast, parents were generally more conservative in their approach to values. Research also indicated that values have many correlates in the parent-child relationship (Rice, 1978). Important factors would include the degree of parental warmth, interaction, discipline, role models, and independence opportunities. Many investigations indicate that parents still exert a great influence over the moral development of their children (Curtis, 1975; Hoffman § Saltzstein, 1967). The compliance orientation involving deference to power may explain why adult influences are more potent at earlier ages (Saltzstein, 1976). Pre-adolescent groups conformed more to the adult model than the peer model, although ____________ 23 the effect of the peer models was not unsubstantial (Brody et al., 1977; Dorr et al., 1974; O'Connor, 1967; Suls et al., 1979). Suls et al. (1979) studied how grade school children use intent, material damage, and social reaction cues in determining moral choices. The results indicated that social consequence cues decreased with age except when these cues emanated from parents. The significantly higher influence of a negative parental reaction to a good-intentioned, low damage actor by comparison to the same reaction of a peer was of particular importance. Therefore, when there is no justification for severity, the child is more likely to conform to adult sanctions than to peer sanctions. This susceptibility to the influence of adult models for moral evaluation is consistent with the findings of Dorr et al. (1974) who studied the relative impact of symbolically conveyed adult and peer models. Children with an objective moral orientation were exposed to sub jective models, while children of a subjective orientation were exposed to objective models. In both groups, the adult models were found to be more influential than no models. This finding is consistent with O'Connor (1967) who found adults to be more powerful than peers as models, however, the degree of imitation of peers was not unsub- __________________ 24 stantial. In further research involving adult and peer models, Brody et al. (1977) exposed children to models with conflicting or consistent moral judgement criteria. In a conflict between the adult and peer model, children attended to the adult model. They also abstracted and performed to the adult criteria when responding to a novel situation. Based on this research, it appears that the adult model was more influential in inducing change in the moral orientation of children. Yet, it must be noted that in all of the various investigations cited above, the subjects were in middle childhood. As the pre-adolescent moves out of the mainstream of the family influence, he develops increased acceptance of peer beliefs and behaviors (Ausubel, 1958). Many authors have pointed out that conformity to peers is the predominant pattern in adolescence (Coleman, 1961; Grinder, 1973). By contrast, Campbell (1969) is adamant in his statement that the effects of the peer group is over dramatized. He maintains that adolescents still retain close ties with their parents, and the positive orienta tion does not diminish during this period. Further empirical research indicated that children will resemble their parents in some of their social and political orientations as well as in their behavior patterns (Acock 25 § Bengston, 1976; Feather, 1975; Kendel § Lesser, 1969). Two significant factors emerge from this research: the first is how significantly the values of the parents are instilled in the child, and the second is the relative strength of peer groups. It is probable that peer influence does not always counter, but rather tends to reinforce the predominant values in the adult culture. Broad areas of agreement have been found between peer and adult values (Langworthy, 1959). To a great extent, children select their friends on the basis of values acquired from their parents (Westley § Elkin, 1956). However, several theorists (Coleman, 1961; Keniston, 1965) argued that adolescents reject their parents in preference to peer groups and that these groups may carry expectations that deviate from the expectations of adults. Berger (1974) observed that almost all of the peer values reported by Coleman were derived from and shared by the majority of their parents. Riley and Riley (1961) found that that the values of adolescents are a compromise between the values of parents and peers. In addition, they suggest that future adult values of the adolescent reflect a perception of those of his parents. These results are consistent with the findings of Brittain (1963) who found the nature of the choice to be influential. Peer values predominated 26 when the choice involved youth culture activities, especially in areas where social changes are occurring. By contrast, parent values were more influential when choices pertained to society at large. Lasseigne (1975) focusing on specific moral issues, evaluated the relative impact of parents and peers. She found peer influence significant in matters relating to moral courage, responsi bility, honesty, and friendliness. Nevertheless, adult opinions also exerted a strong influence on moral beliefs. The results of Larson (1972) brought forward a somewhat different interpretation. His investigation revealed that the significance of a particular situation, such as a moral dilemma effected choices of action more than pressure of parents or peers. He concluded that adolescents give credence to and will comply with the values of parents and peers, when it is perceived as realistic. However, these decisions are more likely to be based on what they themselves perceive as appropriate. It is clear from the literature that child-peer interaction plays a crucial role in the development of increasingly sophisticated styles of moral judgement (Keasey, 1973; Kohlberg, 1973; Piaget, 1932). Further empirical evidence has revealed that adolescents yielded significantly to peers in the modification of styles of moral judgement (Le Furgy et al., 1969). Prior to 27 pubescence, a child is not able to visualize the rewards for conforming to the group. The child cannot reflect on his position as part of a peer system (Hill § Shelton, 1971). Conformity and Values Piaget (1932) proposed that social development progresses through an orderly sequence of stages. Implicit in his analysis of the way "the child learns the rules of the game” is the hypothesis that the relationship between age and conformity to rules is curvilinear. In other words, at an early age, a child is uninfluenced by rules, but then gradually begins to follow them until age 11 or 12 when the rules are internalized and utilized completely. Conformity to parents or peers declines when the individual begins to express individual modes of response by creating and codifying his own criteria of rules. These factors which explain the high incidence of conformity in late childhood and early adolescence, lead to a prediction by Costanzo and Shaw (1966) . Conformity to peer judgements should increase with increasing age until the child reaches the stage where rules are inter nalized, and decrease thereafter. These researchers confirmed a curvilinear relationship between age and 28 conformity with a peak occurring for both males and females between the ages of eleven and thirteen years of age. Other research results are consistent with the proposition that conformity is a developmental process. Iscoe, Williams, and Harvey (1963) studied four age groups (7-9-12-15 year old subjects) in a simulated conformity situation. Maximum conformity occurred in the twelve year old group for females and the fifteen year old group for males. Saltzstein, Diamond and Belenky (1972) reported a curvilinear relationship between age and conformity as measured by moral reasoning. In a recent study by Saltzstein and Osgood (1975) motivation for conforming to the group was explored. Younger children were motivated by self interest; older children expressed their personal loyalty to the group as a primary motivation. Generally it appears that adult influences should be most potent at early ages, yet the duty to conform grows with the onset of the interdependence of groups and the ability to take the role of another (Flavell, 1968). Conformity to the values of others is expected to follow a developmental, trend, peaking at age twelve or fourteen. A drop-off in conformity to either adult or peer models is expected after fifteen years of age (Patel et. al.,1960). ____________ 2 9 It could be argued that one should look at how adolescents and children are influenced by the values of others in terms of age groups. The social agents of influence (adult versus peers) are forces that create similarities and differences in the acquisition of values. In trying to disentangle these forces, we confront a vast array of these influences which may facilitate or impede the formation of independent values. The value systems that emerge in response to social influences are funda mental in understanding the issue of conformity in values clarification. 30 CHAPTER III METHODOLOGY This chapter examines methodological background and procedures involved in the study. A description of the sample, research design, instrumentation, treatment format, procedures, and data analysis are explicated. Subj ects The subjects were 160 elementary (age 9-11), 160 junior high (age 12-14) and 160 high school (age 15-17) students from five elementary, one junior high, and one high school in the Los Angeles Unified School District. Students came from predominantly middle class backgrounds and were representative of the major ethnicities in this area. Students were randomly selected from intact class rooms such as social studies and English at the junior high and high school levels, and 4th and 5th grade at the elementary level. Half the sample were males, the others were females. Half of the subjects were involved in the experimental treatment (N= 240) while the other half served as controls (N= 240). 31 Ins trumentation Theoretical Background The purpose of the test was to measure conformity to the values of others. Although theorists (May, 1978; Rogers, 1964; Rokeach, 1973) do not consensually agree on a definition of values, various antecedents of value formation include areas of social influence, interpersonal communications and groups, changes in specific behaviors and attitudes, and the-processing of information (Feather, 1975). Raths (1966) suggested that over-conformity is a value indicator that accompanies confusion and conflict in the formation of values. His assertion that values clarification can change behavior into committed and critically thinking behavior, is challenged by Hoffman (1977) who suggests that the internalization of values depends on the amount of external pressure that an indi vidual encounters from active agents. Inherent in the term conformity is the implication that the person yields his own judgement in favor of the group, simulated or otherwise (Crutchfield, 1955; Iscoe et al., 1963). The assessment of conformity has included the Asch paradigm with confederates reiterating erroneous responses (Asch, 1951; Costanzo et al., 1966; Saltzstein et al., 1972), hypothetical situations with adult or peer 32 models (Brody et al. , 1977; Dorr et al., 1974; Suls et al., 1979) and peer or teacher ratings of conformity (Devereaux, 1970). The divergence of theory in conformity encompassing stage-developmental (Kohlberg!, 1973; Piaget, 1932), situational (Larson, 1972) and age-related factors (Iscoe et al., 1963; Patel et al., 1960) has presented problems in establishing the predictive validity of con formity. Construct Validity As already indicated, predictions of the effect of conformity upon the values of others is difficult. This instrument proposed to measure the tentative hypothesis concerning the impact of adult and peer models on the conforming responses of children, of different age groups. Although an attempt has been made to intertwine the theory of conformity with its impact on the formation of values, the construct validity of this instrument has not been established in the present study. Content Validity Ten stories were modified from Values clarification strategies (Simon et al., 1972) which employed the sub processes of values clarification involved in decision making (See Table One - Table of Specifications). Given a value dilemma, requiring a decision, it was assumed 33 TABLE 1 TABLE OF SPECIFICATIONS FOR VALUE DILEMMA INSTRUMENT EMPLOYING VALUE CLARIFICATION PROCESSES Processes Story 1 Story 3 Story 4 Story 5 Story 6 Story 7 Story 8 Story 9 Story 10 Prizing Publically Affirming X X X X X X X X X Choosing from Alternatives X X X X X X X X X Choosing after Consideration Consequences of X X X X X X X X X Choosing Freely X X X X X X X X X Acting X X X X X X X X X Acting in a Consistent Pattern .,Total 4* 5 5 5 5 5 5 5 5 5 that students will select and utilize the appropriate valuing processes. Due to the nature of the instrument, content validity was established for 5 of the 7 sub processes, as defined below, for the purpose of the study. 1) Choosing freely: the ability to respond without coercion to a value dilemma, requiring an evaluation of a model’s response. 2) Choosing from alternatives: the ability to con ceptualize various alternatives, before responding to a model’s choice. 3) Choosing after thoughtful consideration of the Consequences: the ability to consider the consequences of each act before making a choice. 4) Acting upon a belief: the ability to arrive at an evaluation or a decision regarding a model’s response to a dilemma. 5) PubIdeally affirming: the ability to communicate this decision through the evaluation of model's responses on a Likert scale. The last two processes Prizing and Acting in a con sistent pattern, although included in the treatment, are long term outcomes of values clarification interventions: the purpose of this study was to measure immediate responses to value dilemma situations, as a result of a short term intervention. 35 Selection of Items Model responses to the value dilemmas were selected for their potential to induce acquiescence to adult and peer models. The items were designed to elicit responses that were compatible with adult or peer norms. Further more, a pilot study was conducted for the purpose of determining plausible, yet low frequency choices from a pool of children’s preferences (N = 65) (See Pilot Test Appendix A). From the ten story items, item #2 was deleted for its failure to influence the value choices of children, thus a nine item scale was used. Scoring The scoring procedure was a Lilcert scale with a con tinuum of 5 choices for each response (strongly agree to strongly disagree). Subjects were scored as follows: strongly agree = 5 pts., mildly agree = 4 pts., neutral = 3 pts., strongly disagree = 2 pts., and strongly disagree = 1 pt. The range was from 45 pts. (maximum conformity) to 5 pts. (no conformity). Reliability The internal consistency of the test was .62 for all ages (range 9 yrs. to 17 yrs.) (N = 480). Parallel forms of the adult and peer tapes were administered to a new sample (N = 90) (range 9 yrs. to 17 yrs.), the order of 36 the administration was varied, and the time lapse between the two administrations was one week. This reliability of the parallel forms was established at .78 for all age groups. Procedure Deslgn The experiment consisted of two phases: 1) an intensive one hour exposure to values clarification training (for experimental subjects only) and 2) a post test measuring conformity to adult or peer models (for all subjects). Subjects were randomly selected from class rosters and formed classes with eight boys and eight girls in each group. The students were brought to a separate location for the experiment. In phase one, students in the experimental group were exposed to a one hour intensive treatment of values clarification. Following the procedures recommended by KirsChenbaum (1977) for the design of values clarification in shorter workshops, certain exercises were selected as most representative of the processes of values clarifica tion (Overview, Things You Love to Do, Values Grid, Taking a Stand, Unfinished Sentences, Either/Or, Forced Choice, Values Voting, and I Learned that). These strategies were adapted from Values clarification, a handbook of practical 37 strategies for teachers and students (Simon et al., 1972) and capsulated into a special treatment emphasizing the seven processes of values clarification (See Appendix C for a full description of the treatment). This approach was designed to help students become aware of the beliefs and' behaviors they prize and would be willing to stand up for in and out of the classroom. The discussions proceeded in a round table, where each student was given the opportunity to share ideas on every question. Students were encouraged to express their own viewpoints and to avoid conforming to the group, when considering the pros and cons of social and personal issues. The primary goal of the intervention was to help students determine their own value systems. The instructor refrained from making evaluative comments unless for motivational or control purposes. A tape recorder was used in each session to record the responses of the participants. After the intensive workshop, students remained in groups, but were individually tested at another location with either the adult or peer modeling tape for phase two. While waiting their turn, students were asked to complete an evaluation form by listing new things they had learned from values clarification (See Appendix D for student responses). Control groups were brought to 38 the location only for the purposes of testing in a similar manner as the experimental group. The approximate length of the tape was five minutes. Subjects were either aslced to rate the peer models' responses to value dilemmas or teachers' responses to the same value dilemmas. The instructions were contained on the tape and were as follows: Boys, and girls, I would like you to listen to a tape of how your teachers (adult model tape) or classmates (peer model tape) might act in a given situation. After listening to each story, I would like you to mark on your paper, your evaluation of their response. Do you strongly agee, mildly agree, feel neutral, mildly disagree, or strongly disagree with their answer. Please mark only one response on your paper. Story one, you are in a store and you see a kid three or four years younger than you, shoplifting in a store, what would you do? Please listen carefully to the responses of your teachers (adult model tape) or your classmates (peer model tape). Female voice: I would tell hime to pay for it. Male voice: Yeah, he should pay for it or put it back. Now mark on your paper whether you strongly agree, mildly agree, feel neutral, mildly disagree or strongly disagree. Please mark only one response on your paper. Subjects then proceeded to evaluate the models' responses to nine value dilemma items using a Likert scale. Before testing, students were told to stop the tape and return 39 to the experimenter for more instructions, if any difficulties were encountered. A few mechanical diffi culties were remedied, and some needed further instruction on responding, but all understood the content of the tape. Data Analysis A post-test only design was selected as the most appropriate procedure in an effort to control for internal threats to validity. Treatment and model type were the independent variables manipulated in the study. The dependent variable of conformity was the score on the nine item scale. Factorial analysis of variance was used to test each hypothesis relative to the independent variables cited in the research hypotheses. In hypothesis one a 2 X 2 ANOVA for children (age 9-11) was employed for two levels of model (adult and peer) and two conditions (treatment and control). In hypothesis two, a 2 X 2 ANOVA for pre adolescents (age 12-14) was utilized for two levels of model (adult and peer) and two conditions (treatment and control). For hypothesis three, a 2 X 2 ANOVA for adole scents (age 15-17) was employed for two levels of model (adult and peer) and two conditions (treatment and control). For hypothesis four, a 2 X 2 ANOVA was employed for sex (male and female) and condition (treatment and control). 40 CHAPTER IV RESULTS AND DISCUSSION In this chapter, the statistical results, the inter pretations of the findings, and related findings are summarized. Also presented are the interpretations as to the support or lack of support for each of the four research hypotheses. The chapter ends with a discussion of the findings. Conformity at the Elementary Level Hypothesis One Value choices of children (age 9-11) as related to values clarification are influenced significantly by adult models and less significantly by peer models. In table two, is presented the means and standard deviations for all subjects. For the dependent variable conformity, the two-way interaction between model and treatment was not significant. In the experimental group, there was no significant difference between adult and peer models (X = 35.8, X = 35.9, respectively) (1,79) = .002, py .05, while in the control group there was a significant 41 SAMPLE MEANS AND STANDARD TABLE DEVIATIONS 2 OF CONFORMITY SCORES TO ADULT AND PEER MODELS Exoerimental frintrnl Adult Peer Adult Peer X S.D. X S.D. X S.D. X S.D. (Age 9-11) Males 34.9 7.5 36.5 5.6 .28.1 8.3 35.8 6.4 Females 36.8 4.3 35.3 4.9 38.1 5.7 36.8 5.2 Total 35.8 6.2 35.9 5.3 33.1 8.7 36.3 5.8 Both Models 35.8 5.7 34.7 7.2 (Age 12-14) Males 34.5 3.4 35.0 3.8 30.2 7.2 33.6 7.2 Females 35.8 4.5 37.5 4.3 29.4 5.1 38.0 4.8 Total 35.2 4.0 36.3 4.2 29.8 6.2 35.8 6.4 Both Models 35.7 4.1 32.8 6.3 (Age 15-17) Males 29.8 4.6 34.6 3.7 30.0 4.7 32.0 3.2 Females 34.5 3.8 34.9 5.5 33.5 4.7 33.9 4.9 Total 32.2 4.8 34.7 4.6 31.7 5.0 32.9 4.2 Both Models 33.4 4.7 32.3 4.6 (All Ages) Both Models Both Models Males 34.2 5.3 31.6 6.7 Females 35.8 4.6 34.9 5.8 Total 35.0 5.0 33.3 6.5 (45 = maximum conformity, 5 = no conformity) - p* ts) difference between models in favor of the peer group, F_ (1,79) = 3.807, p<..05. The control group means for the adult and peer models were X = 33.1, and X = 36.3, respectively. It was hypothesized that value choices of children (age 9-11) as related to values clarification would be influenced significantly by adult models and less significantly by peer models. Due to the lack of statistical significance between adult and peer models in the experimental situation, this hypothesis was not supported. Conformity at the Junior High Level Hypothesis Two Value choices of preadolescents (age 12-14) as related to values clarification are influenced signifi cantly by peer models and less significantly by adult models. For the dependent variable conformity, a significant interaction was found between treatment and model, F (1,159) = 8.799, p<1.01. Simple main effects analysis revealed that both treatment F (1,159) = 12.32, £<C.01 and model F (1,159) = 18.47, £<L.01 were significant. Further analysis of the model type revealed that the adult model was more influential in the experimental condition in comparison to the control group, (X = 35.2, 43 X = 29.8, respectively), £ (1, 79) = 21.02 , £<.01, while there was no significant difference between peer models in both condition, £ (1, 79) = . 138, £>.05. The means for the peer models in the experimental and control groups were X = 36.3, and X = 35.8, respectively. Further analysis of the two treatment conditions, revealed that in the experimental group, there was no significant difference between model type. The means for the adult and peer models were X = 35.2 and X = 36.3, respectively. In the control condition, however, there was a significant difference between models in favor of the peer group, £ (1, 79) = 18. 026, £<..01. The means for the adult and peer models were X = 29.8 and X = 35.8, respectively. Due to the lack of statistical significance between models in the experimental situation, hypothesis two was not supported, Conformity at High School Level Hypothesis Three Value choices of adolescents (age 15-17) as related to values clarification are influenced significantly less by either adult or peer models. For the dependent variable conformity, there was no significant interaction between model and treatment. There was a significant preference for peer models in the 4.4 experimental group F (1,79) = 5.87, £^..01. The means for the adult and peer models were X = 32.3 and X = 34.7, respectively. The control group reflected no preference for either adult or peer models (X = 31.7, X = 32.9, respectively) F (1,79) = 1.33, £>.05. It was hypothesized that value choices of adolescents (age 15-17) are in fluenced less significantly by either adult or peer models. This hypothesis was not supported in light of the statistical significance of the peer model in the experimental group. Sex Differences Hypothesis Four Females will be more conforming to models than males. For the dependent variable conformity, a two-way interaction between sex and treatment as not significant. In the experimental group, females were significantly more influenced by models than their male counterparts (X = 35.8 and X = 34.2, respectively), F (1,239) = 5.96, p<( .05. In the control group, there was also a signifi cant difference between females and males in conforming to models F (1,239) = 16.621, £<..01 in favor of the peer group. The means for the females and males were X = 34.9 and X = 31.6, respectively. It was hypothesized 45 that females were expected to be more influenced by models than their male counterparts. In light of the statistical significance in favor of females in over-all conformity to models, hypothesis four was supported. Summary Although it was hypothesized that adult models would have a more significant influence at the elementary level, while peer models would be more influential at the junior high level, neither model was found to be influential at these age levels. At the high school level, it was expected that neither model would be more influential, yet the peer model was found to be more influential. Over-all, females conformed more to both models than their male counterparts. 46 Discussion Contrary to other studies indicating that the adult model is a more powerful source of influence at the elementary level (Brody et al., 1977; Dorr et al., 1974; Suls et al., 1979), neither model was found to be more influential with children. In! the above studies, there may have been a confounding of measures through cross pressure of adult and peer models. Subjects in this experiment were exposed to either an adult or peer model tape; the parallel reliability of the forms (.78) indi cated that children responded in a consistent manner to model responses. Other research studies have indicated a curvilinear relationship between conformity to peers and age (Costanzo et al. , 1966; Iscoe et al.., 1963) with a heightened susceptibility to group pressure in the junior high school years. These studies used Asch's well known paradigm (1951) to look at the effects of group pressure, while in the present investigation, conformity was measured in light of acquiescence to adult and peer models. Neither model was found to be more influential at the junior high level, which may indicate that the situational effects of value dilemmas prohibits a description of general develop mental trends. These findings are consistent with Larson 47 (1972) who indicated that content or situational compliance is a more potent factor than the impact of adult or peer pressures. Following Larson’s line of reasoning, it appears that the unexpected finding of the significance of the peer model could be a Type I error. Piaget (1932) assumed that conformity to adults or peers declined in adolescence, as the individual internalized his values. Yet Devereaux (1970) and Bronfenbrenner (1970) would argue that con formity to peers increases from middle childhood to adolescence because the social pressure of the peer group increases. A significant finding was greater conformity in females to both models, when compared to their male counterparts. This finding is consistent with the results of Iscoe et al. (1963) who indicated that females yielded significantly more to peer group pressure than males at all age levels. Also Douvan and Adelson (1966) have stated that girls are generally more compliant to significant adults as well. Other researchers have indicated that differential responses may be expected from females and males in the use of values clarification exercises (Godfrey, 1976; Greco, 1977). The interpretation of conformity as an intervening variable in the process of clarifying values, cannot be 48 substantiated from the results of this study. Caution must be exercised in the interpretation of the results in light of the low internal consistency and lack of construct validity of the instrument. Moreover, a generalization to the natural setting of the classroom cannot be explicated from this study. An attempt to focus on one indicator of value confusion, such as conformity, in a treatment using values clarification exercises, was manipulated in a post-test measuring acquiescence to adult and peer models. Although the instrument attempted to measure socio-psychological states of conformity, there are other direct measures which might be more accurate. The possibilities include the direct observation system of conformity behavior during values clarification exercises, or the utilization of Asch-like confederates in a live group session manipulating the conformity behavior of the participants. Another consideration is the failure of the treatment to produce the desired results of facilitating the forma tion of independent value systems in children. A better design might be the use of a pre-test and a post-test to measure significant gains, coupled with a two week massed practice of values clarification strategies. It was thought that a short, powerful exposure to values clarification, followed by an immediate post-test could 49 substantiate the claim, that conformity is an intervening variable in the formation of independent values. Yet confirmation of this hypothesis would have led to in accuracy in the measurement of the impact of social influence agents (adults and peers) on the acquisition of values. A speculative observation, however, was that the instructor, who was also the investigator, can uninten tionally influence the values of children as an agent of social influence. Although the facilitator?s role is to create a non-threatening, non-judgemental, and nurturant environment for students to express their feelings and ideas, the instructor may impede the formation of inde pendent value systems. Surprisingly, this point is reinforced by Kirschenbaum (1977) who stated that while facilitating the value process, it was equally gratifying to model values at appropriate times in the discussion. Moralizing and indoctrination are to be avoided, yet the strength of the adult model serves as a possible obstacle in the process of self-understanding. Godfrey (1976) also indicated that the adult-student interaction in values clarification, tended to increase the influence of the adult over the behavior choices of students. The exploratory nature of this study has revealed 50 some interesting contrasts of how responses can be influenced by the situation of values clarification. There is a paucity of research explicating the relationship between conformity and value formation. To ask which model is more influential is perhaps an inappropriate question. It seems likely that the functioning of these two sources (adult and peer) is contingent on the char acteristics' of the situation, those of the participants, and the particular attitudes or values that are the outcome issues in question. The relevancy of significant others, however, cannot be ignored in the process of clarifying one’s values, as indicated by Hoffman (1977) and Saltzstein et al. (1972) who state that conformity may be a moral obligation or duty to the group. 51 CHAPTER V r SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS The pressure to conform to the values of others, con tradicts the basic premise of individualism and ethical relativism as espoused in values clarification. As a result elements of peer pressure and adult influences can not be ignored in the process of clarifying one's values. In discussions, students may avoid extreme positions and seek the safe middle groun (Grinder, 1973). When values clarification is juxtaposed against the influence of par ents, peers, and adults; the latter can either facilitate or impede the development of independent values. Further empirical evidence on conformity suggests that the agents of social influence can ignite a dramatic con vergence to false norms (Aronson, 1972; Brody et al., 1977) There is evidence to suggest that adults exert a tremendous influence on the values of children (Dorr et al., 1974; Suls et al., 1979) yet as the child moves into preadole scence there is a pressure to conform to the values of peer (Le Furgy et al., 1969). A drop-off in conformity to adults and peers is expected after fifteen years of age (Patel et al., 1960; Piaget, 1932). __________________________________________________ 5 2 It could be argued that one should look at how adoles cents and children are influenced by the values of others in terms of age groups. The social agents of influence (adult versus peers) are forces that create similarities and differences in the acquisistion of values. In trying to disentangle these forces, we confront a vast array of influences which may facilitate or impede the formation of independent values. The value systems that emerge in re sponse to social influences are fundamental in understand ing the issue of conformity in values clarification. The purpose of this study was directed to the need for research on the relationship between conformity and the acquisition of values. Although the advocates of values clarification assert that their approach will remedy be haviors which signal value confusion, such as over-conform ity; the literature in child development suggested that conformity may be an intervening variable in this process. This study investigated the relative impact of adult and peer models on the formation of values in three age groups (upper elementary, junior high, and high school). Specifi cally, this study was designed to yield information about the developmental trend of conformity as it related to value dilemmas. In addition, sexual differences in con formity behavior were investigated. It was hypothesized that children (age 9-11) as re lated to values clarification would be influenced signifi- ________________________________________ ' 5 3 cantly by adult models and less significantly by peer models. Secondly, it was hypothesized that peer models would be a more significant influence on children (age 12-14) than adult models. For children (age 15-17) it was hypothesized that the influence of either model would be insignificant. Lastly, it was hypothesized that females when compared to males would conform more to both models. Four hundred and eighty students were randomly selected from 5 elementary, 1 junior high, and 1 high school in L.A. Unified School District. One half were exposed to values clarification training, while the other half served as control. In hypothesis one, two, and three, a 2 X 2 ANOVA for children of each age group was employed for two levels of model (adult and peer) and two conditions (treatment and control). For hypothesis four, a 2 X 2 ANOVA was employed for sex (male and female) and conditions (treatment and control). The results of the study showed that there was no sig nificant difference in the impact of adult and peer models at the junior high and elementary levels. An unexpected finding was the impact of peer models at the high school level. Females conformed more to models than males. The results, however, need to be viewed cautiously in light of the short duration of treatment, .and the lack of con struct validity and low internal consistency in the test. _____________ _ _ _ ______ . 54 C o n c lu s io n s In this study, the impact of adult and peer models was evaluated in an attempt to discover the determinants of value choices. Age-related acquiescence to models revealed that neither model was more influential at the elementary or junior high levels. Peer models were found to be more influential at the high school level. This result, however, may be a Type 1 error in' light of Piaget’s (19 32) theory that conformity to peers and adults declines as the adolescent develops his own criteria of rules. Yet a rival hypothesis might be that values of adolescents are fragmentary and inconsistent prior to the formation of identity through strong social affiliations. The advocates of values clarification recognize that all of us, have been conditioned by culture and significant others as competing value orientations. The special uniqueness of values in relation to conformity has revealed some interesting contrasts of how responses can be influenced by the situation (values clarification training) and the instructor. The primary goal of the treatment was to facilitate the development of independent values, while exposing children to differing viewpoints of their classmates. A serious flaw in this study was the short duration of the treatment and inadequate instrumentation for 55 measuring conformity to the values of others. The inter pretation of conformity as an intervening variable in the process of clarifying values, cannot be substantiated from the results of this study. Further refinement of the instrument is indicated. The ensuing issue of value conflict and it relationship to conformity has not been resolved in this study. The measurement of positive behaviors after the process of values clarification seems promising if reliable instruments were developed to match the objectives of the program. The relevancy of values education for facilitating the unfolding of moral impulses throughout childhood and adolescence is extremely important; while various antecedents of value formation, such as areas of social influence, needs to be more clearlv understood. To ask which model is more influential is perhaps an inappropriate question in studying conformity as an obstacle to values clarification. It seems likely that the functioning of significant others is contingent on the characteristics of the situation, those of the partici pants, and the particular attitudes or values, that are outcome issues in question. The findings from this study, also indicate that content or situational compliance is a potent factor in value formation, as well as adult and peer models. 56 Recommendations A research design utilizing direct observation methods based on Rath's criteria of valued and non-valued bahaviors is warranted, in an attempt to measure conformity in a natural setting. In this context, the role of the instructor, as a significant agent of influence on the value-related behaviors of children should be investigated. Also in an experimental manipulation employing Asch-like confederates in a live modeling discussion, might focus on the nature of peer groups as facilitators or obstractors of independent value systems. A replication of this study with a longer treatment, pre and post-test design, and improved instrument is recommended in an effort to establish a relationship between developmental trends of conformity and the acquisi tion of values. Further research, focusing on the relative impact of adult and peer models in lower age groups and lower SES groups, is recommended. Finally, the impact of parents, as agents of social influence in the acquisition of values, needs to be investigated. 57 REFERENCES 58 REFERENCES Acock, A.L. and Bengston, V.L. On the relative influence of mothers or fathers. Paper presented at APA Assoc., New York, 1976. 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Effects of utilizing values clarification strategies on the self esteem of secondary school students (Doctoral dissertation, University of Northern Colorado, 1975). Dissertation Abstracts International, 19 75. Devereaux, E.C. The role of the peer group experience in moral development. In J.P. Hill (Ed.), Minnesota Symposia on Child Psychology (Vol. 4) Minneapolis: University of Minnesota Press, 1970. Dorr, D. and Fey, S. Relative power of symbolic adult and peer models in the modification of children's normal choice behavior. Journal of Personality and Social Psychology, 1974, 2 9 _, 335-341. Douvan, E. and Adelson, J. The adolescent experience. New York: Wiley, 1966. Dixon, B.R. An investigation into the use of Rath's values clarification strategies with grade eight pupils (Doctoral dissertation, Michigan State University, 1978) Dissertation Abstracts International, 1978, 38, 598 7-A. Edwards, H.B. 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Gillihan, C.L. The effectiveness of value-clarifying methodology presented to sixth grade students (Doctoral dissertation, University of Arkansas, 1975). Pis ser tat ion Abstracts International, 1975, 36^, 3233-A. Godfrey, R.J. The effects of values clarification techni ques upon ninth grade students (Doctoral dissertation, Lehigh University, 1976). Dissertation Abstracts Internationa1, 19 76, 37, 7064-A. Gray, R. The Influence of values clarification strategies on students’ self concept and sociometric structures in selected elementary school classrooms (Doctoral dissertation, University of Southern California, 1975). Dissertation Abstracts International, 1975, 36, 3404-A. Greco, S. Values clarification methodology: instrumentation, predictability, and effectiveness.(Doctoral disserta tion, State University of New York at Albany, 1977) . Dissertation Abstracts International, 1977, 37, 4012-A. Grinder, R.E. Adolescence. New York: Wiley, 1973. Guziak, S. The use of values clarification strategies with fifth grade students to investigate influence on self concept and values (Doctoral dissertation, Ohio State University, 1974). Dissertation Abstracts International, 1975, 3 6 _ , 1389-A. Harrison, J.L. Values clarification: an appraisal. Journal of Moral Education, 1976-77, 6^, 22-31. Hill, J.P. and Shelton, J. Readings in adolescent develop- ment and behavior. New Jersey: Prentice Hall, 1971. Hoffman, M.L. Moral Development. In P.H. Mussen (Ed.) Carmichael’s manual of child psychology (Third Ed.) Vol. 2 New York: Wiley, 1970. 62 Hoffman, M.L. Development of moral thought, feeling and behavior. In E.M. Hetherington and R.D. Parkers (Eds) Contemporary readings in child psychology. New York: Me Graw Hill, 1977. Hoffman, M.L. and Saltzstein, H.D. Parent discipline and the child's moral development. Journal of Personality and Social Psychology, 1967, _5, 45-7. Iscoe, I., Williams, M., and Harvey, J. Modification of children's judgements by a simulated group technique. Child Development, 1963, 34, 963-78. Johnson, R.E. The effects of utilizing values clarificatior strategies on the achievement of junior high students (Doctoral dissertation, University of Northern Colorado, 1977). Dissertation Abstracts International, 1977, 33> 69 2 5-A. Kendel, D.B. and Lesser, G.S. Parental and peer influence on educational plans of adolescents. American Sociological Review, 1969, S4, 212-23. Keasey, C.B. Experimentally induced changed in moral opinions and reasoning. Journal of Personality and Social Psychology, 1973, 2 ~6 ^ 30 - 8. Keniston, K. The uncommitted: alienated youth in American society. New York: Harcourt, Brace and World, 1965. Kirschenbaum, H. Advanced Values Clarification. La Jolla: University Association, 1977. Kohlberg, L. Development of moral character and moral ideology. In M.L. and L.W. Hoffman (Eds.), Review of Child Development Research. Vol. 1 New York: Russell Sage Foundation, 1964. Kohlberg, L. The contribution of developmental psychology to education: examples from moral education. Educational Psychologist, 1973, 10^, 2-14. Langworthy, R.L. Community status and influence in high school. American Sociological Review, 1959, 24, 537-539. Larson, L.E. The influence of parents and peers during adolescence: the situational hypothesis revisited. Journal of Marriage and Family, 19 72, 3_4, 6 7-74. 63 Lasseigne, M.W. A study of peer and adult influences on moral beliefs of adolescents. Adolescence, 1975, 10, 227-30. ~" Le Furgy, W.C. and Woloshin, G.W. Immediate and long-term effects of experimentally induced social influence in the modification of adolescents1 moral judgements. Journal of Personality and Social Psychology, 1969, 12, 104-10. Leming, J.S. Curricular effectiveness in moral/values education: a review of research. Journal of Moral Education, 1980-81, 1^0, 22-8. Lockwood, A.L. A critical review of values clarification. Teachers College Record 77, 1975, 1, 35-50. Lockwood, A.L. The effects of values clarification and moral development curricula on school-age subjects: a critical review of recent research. Journal of Educational Research, 19 78, 4_8, 325-64. May, R. Values, myths, and symbols. The American Journal of Psychiatry, 1975, 132, 70 3-6. Me Cormick, S.D. The effects of the use of selected valuing strategies on the personal adjustment of sixth graders (Doctoral dissertation, Memphis State University, 19 7 5). Dissertation Abstracts Interna tional , 1975 , 3 S _ , 5021-A. Medford, B.L. A comparison of the Rokeach and values clarification methods of value change (Doctoral dissertation, The University of North Carolina at Greensboro, 1975). Dissertation Abstracts Interna tional , 1975, 3J5 , 5783-A. Nucci, L.P. Conceptual development in the moral and conventional domains: implications for values education. Review of Educational Research, 1982, 52_, 93-122. O’Connor, A.L. The relationship of imitation to intelligence and scholastic achievement of Negro and white first grade children in integrated classes (Doctoral dissertation, University of Florida, 1967) Dissertation Abstracts International, 1967, 30, 861-A. 64 Olson, G. A study of theoretical implications and outcomes of values clarification process (Doctoral dissertation, University of California, Berkeley, 1974) Disserta- Abs tracts International, 1974, 3_5, 5816-A. Patel, A,A. and Gordon, J.E. Some personal and situational determinants of yielding to influence. Journal of Abnormal and Social Psychology, 1960 , 51_, 619-36. Piaget, J. The moral judgement of the child. London: Kegan Paul, 1932. Pracejus, E. The effects of values clarification on read ing comprehension (Doctoral dissertation, University of Pittsburgh, 1974). Dissertation Abstracts Inter national , 19 74, 35, 20 5 8-A. Raths, L. Values and teaching. Ohio: Charles Merrill, 1966. Reisberg, J.C. The relationship between participation in a value clarification program and academic achieve ment (Doctoral dissertation,. University of Northern Colorado, 1977). Dissertation Abstracts International, 1977, 38, 4556-A. Rice, P. The adolescent development, relationship, and cultured Boston: Allyn and Bacon, 19 78. Riley, L.E. and Riley, G.D. Adolescent values and the Reisman typology: an experimental analysis. In S.M. Lipset and L. Lowenthal (Eds.) Culture and social character. Glencoe, Illinois: Free Press, 1961. Rogers, C.R. Toward a modern approach to values: the valuing process in the mature person. Journal of Abnormal and Social Psychology, 1964, 68^, 160-7. Rokeach, M. The nature of human values. New York: Free Press, 1973. Saltzstein, H.D. Social influence and moral development. In T. Lichons (Ed.) Moral development and behavior. New York: Holt, Rinehart, and Winston, 1976. Saltzstein, H.D., Diamond, R.M., and Belenky, M. Moral judgement level and conformity behavior. Develop mental Psychology, 1972, 7, 327-36. 65 Saltzstein, H.D. and Osgood, S. The development of children1s understanding of group interdependence and obligation. Journal of Psychology, 1975, 90, 147-155. Simmons, J. An evaluation of values clarification techniques with reference to ecological achievement and attitudes (Doctoral dissertation, University of Northern Colorado, 1974). Dissertations Abstracts International, 1975, 3_5, 5935-A. Simon, S.B. and Clarke, J. More values clarification. San Diego, California: Renant Press, 1975. Simon, S.B., Howe, L.W., and Kirschenbaum, H. Values Clarification. New York: Hart, 1972. Sklare, G.B. The effects of values clarification process upon the values, clarity of values, and dogmatism of high school juniors and seniors (Doctoral disserta tion, Wayne State University, 1974). Dissertation Abstracts International, 19 74, 35, 7664-A. Stewart, J.S. Problems and contradictions of values clarification. Phi Delta Kappan, 1975, 684-89. Suls, J., Gutkin, D., and Kalle, R.J. The role of intentions, damage, and social consequences in moral judgements of children. Child Development, 1979, _50 , 874-877. Temple, A.K. The effects of values clarification process on studentsT views of their own and peer values. (Doctoral dissertation, Wayne State University, 1979). Dissertation Abstracts International, 1980 , 40,5816-A. Watkins, D.D. The effects of values clarification training on dogmatism and changes in values systems (Doctoral dissertation, University of Missouri, 1977). Disserta tion Abstracts International, 1977, 3^8, 6550-A. Wenker- Konner, R., Hammond, E. and Egner, A.A. A functional analysis of values clarification strategies on the participation rate of ten fifth grade graders (Report of research project). Unpublished manuscript, Goddard College, South Burlington School District, and the University of Vermont, 19 73. Westley, W. and Elkin, F. The protective environment and adolescent socialization. Social Forces, 1956, 35, 243-249. 66 APPENDIXES APPENDIX A PILOT TEST OF RESPONSES The objective was to find the most popular responses of children, so that unpopular, plausible responses could be selected for models responses to value dilemmas (N=65). 1. You see a kid three or four years younger than you, shoplifting at a store, what would you do? a. tell the manager (19) b. tell a salesman (10) c. call the ploice (10) d. tell him to put it back (6) e. stop him (5) f. tell somebody (5) g. nothing (4) h. help him (2) 2. You are in a supermarket and you hear a crash. As you round the corner, you see a two year old boy being beaten quite severely by his mother for accidentally knocking cans off a shelf. What would you do? a. call the police (child abuse) (15) b. tell the store manager (6) c. tell a stranger (4) d. pick up the cans (4) e. run away (4) f. tell her to stop it (4) g- tell her it was an accident (4) h. run for help i. stop her (4) j • take the kid away (2) k. tell kid to pick up cans(1) 1. call for help (1) 68 3. An older student is threatening younger students with a knife at your school, what would you do? a. tell the principal (17) b. tell the teacher (16) c. tell the police (12) d. confront him (9) e. tell his mother (4) f. take the knife (3) 4. You are walking behind someone, who is eating an ice cream cone. You see her finish it and throw the cone on the ground. What would you do? a. pick it up and throw it away (37) b. tell her to throw it away (22) c. nothing (4) d. walk past (2) 5. There is a boy who has bad breath. The general feeling in the classroom is "he*s not such a bad kid, but I hate to talk to him." Is there anything you could do? a. tell him to brush his teeth or use a mouthwash (33) b. stay away from him (21) c. tell the teacher (4) d. be his friend (4) e. talk to the other kids about it (1) 6. Most of the students are having a difficult time with the science course. On the day of the test, someone offers to sell you the answers for $1.00. What would you do? a. refuse him (38) b. tell the teacher (15) c. tell him not to do it (4) 69 d. tell him I'd rather fail than cheat (3) e. lower price f. buy it (2) 7. You would like to go to the movies, but you have spent all your money. As you’re walking down the street, you notice that a woman’s wallet has fallen out of her purse. The edges of several bills are sticking out. No one has seen you pick it up. What would you do? a. return the wallet to the lady (46) b. return it to the police (7) c. keep it (7) d. walk past; it (3) 8. Your teacher is very mean and uses fear to scare the students. Every morning three or four students get sick to their stomachs and don’t wish to go to class. What could you do? a. tell the teacher (19) b. tell the principal (19) c. tell my mother (9) d. not go to class (8) e. beat her up (3) f. ignore the situation (3) g. do my work (3) 9. Your nature guide believes that appreciating nature is good for the minds of young people. As you hike along the trail, he keeps throwing his cigarette butts on the path. What would you do? a. tell him to stop smoking (23) b. step on them (23) c. tell him he could start a fire (9) d. tell him to stop littering (8) e. tell him to pick them up (4) f. nothing (3) g. misc. (2) 70 10. Your friend is planning a Halloween prank on one of the unpopular student's house. He wants you to help ?egg? this person’s house, what would you do? a. refuse (36) b. warn the other student (14) c. tell their parents (8) d. do it (6) 71 APPENDIX B INSTRUMENT Adult or Peer Model Tape "Boys and girls, I would like you to listen to a tape involving decisions that we make everyday. These ten stories involve value dilemmas which will be followed by the responses of your peers/ teachers. After hearing each story and their responses, I would like you to mark on your paper, your evaluation of their responses. Do you strongly agree, mildly agree, feel neutral, mildly disagree, or strongly disagree? Please mark only one response." "Story one, you see a kid three or four years younger than you shoplifting at a store, what would you do?" "I would go up and tell him to pay for it." (female model) "Yeah, he definitely should pay for it." (male model) "Story two, you are in a supermarket and hear a crash. As you round the cornier, you see a two year old boy being spanked by his mother. Is there anything you could do?" "I definitely wouldn!t interfere." (female model) "I would walk right by, itfs really none of my business." (male model) 72 "Story three, an older student is trying to pick a fight with the younger students at your school. What would you do?" "I would tell him to stop being a bully." (female model) "I would tell him to act his age." (male model) "Story four, you are in an ice cream store with your friend, as your friend starts eating her cone, the ice cream slides off the cone and falls on the floor. What would you do?" "I would ask the salesman to give her another one." (female model)"That’s right, because he probably didn’t put it on right." (male model) "Story five,there’s a boy in class, who has bad breath. The general feeling in the class is ’He’s not such a bad kid, but I hate to talk to him’. Is there anything you could do?" "I would give him a piece of gum." (female model) "Yeah, that would be a good idea, so his feelings aren’t hurt." (male model) "Story six, most of the students are having a diffi cult time with the science course. On the day of the test, someone offers to sell you the answers for a dollar. What would you do?” 73 "I would ask the teacher to postpone the test because some kids have the answer.” (female model) "Or she could change the test.” (male model) "Story seven, .you would like to go to the movies, but you have spent all of your money. As you are walking down the hall at school, you notice that a girl!s wallet has fallen out of her purse, the edges of several bills are sticking out. No one has seen you pick it up. What would you do?” "I’d love to keep it but I would definitely would turn it in." (female model) " I would turn it into the office, too." (male model) "Story eight, your teacher is very mean and uses fear to scare the students. Every morning, three or four students get sick to their stomachs, and don’t wish to go to class." Is there anything you could do?" "I’d take a rol-aid and change classes." (female model)"I would definitely change classes, too." (male model) "Story nine, your nature guide or scout leader believes that appreciating nature is good for the minds of young people. As you hike along the trail, she keeps throwing her cigarette butts along the path. What would you do?" _______________________________________ 74 ”1 would tell her to stop being a hypocrite, because she could start a fire.” (female model) ”1 would tell her to practice what she preaches." (male model) "Story ten, your friend is planning a Halloween prank on one of the unpopular students. He wants you to help egg this person's house. What would you do?" "I would warn him that he could really get in trouble for doing something like that." (female model) "Yeah, it definitely wouldn't be worth it!" (male model) 75 APPENDIX C TREATMENT "An important question in the search for values is 'Am I really getting what I want out of life?1 I would like each of you to mention three things that you love to do, or three things that you prize and cherish." "Now, that each of you have shared values that you prize and cherish in public, I would like you to concentrate on the idea of choosing your position from alternatives, after thoughtful consideration of the pros and cons, or consequences. Have you chosen your position freely? Sometimes, we are influenced by the values of others or the media.” "Let’s take an issue in society or a world problem, I would like each of you to share your opinion. Let’s start with the Falkland Islands Crisis." (Then the instructor moves on to other issues as the discussion dictates, such as war in general or nuclear energy) "Now, we are going to take our next step in values clarification, acting upon our beliefs. If you had all the money and resources, what world problem would you solve?" 76 "Try to think of your own ideas, attitudes, and convictions, as you answer this question; If you were President of the United States, what would be your first priority? (a discussion follows as children agree or disagree with the public affirmations of students). Now, let's try another one, that's closer to home. If you were the Principal of this school, what changes would you make? In this next exercise, we will focus on the unique and special attributes of each of you. I would like each person to say three positive things about themselves, and one thing they would like to change. Now, I have some unfinished sentences that will indicate some of your values by your responses. The first is rather serious, and the second is fun. If you had twenty-four hours to. live........ If you had a million dollars..... This next exercise will force each of you to make a choice between competing alternatives.” 1. Are you more of a leader or follower? 2. More of a saver or spender? 3. More yes or no? 4. More like N.Y. or Colorado? 5. More like a Cadillac or ¥olkswagen? 77 "This next exercise, will give everyone a chance to vote for value issues. After participating in this exercise, you will get an idea that people don’t always agree on every issue and that many of us have different opinions. Put your thumb up if you strongly agree and thumb down if you strongly disagree." 1._ enjoy watching movies on T.V.? 2._ think children should work for their allowance? 3._ have ever felt lonely in a crowd of people? 4._ think students are losing respect for teachers? 5._ would live forever if you could? 6._ find it difficult to listen to people, sometimes? 7._ have ever had a scary dream? 8._ have ever daydreamed in class? 9.__ have been hurt by a friend? 10._ have ever gone skiing? 11._ think there are times when cheating is okay? 12._ would rather live somewhere else? 13._ enjoy family meals? 14._ get enough sleep at night? 15._ don’t like to show when you’re angry? 16._ are willing to admit when you’re wrong? 17._ have ever broken an arm or leg? 18._ have hurt feelings when you’re criticized? 19._ are happy in school? 20. have a clear idea of your values? 78 APPENDIX D i LEARNED STATEMENTS Elementary 1. I learned more about myself and that people have different values. 2. I learned to feel free to say anything without being ashamed. 3. I learned that my opinion is clearer, more constructed and more thoughtful than many other people my same age. 4. I learned about saying the truth and seeing what can happen. 5. I learned that there are many things that I want to do, see, and have. 6. I learned to get to know myself and find out what I like. 7. I learned to talk in public. 8. I learned to make the most out of life. 9. I learned about things that I don’t really think about, like what I would do if I was going to die in 24 hrs. or if I were president. 10. I learned that everybody does agree with me. 11. I learned to. tell my feelings. 12. I learned to feel better and happier about things I do. 13. I learned not to be selfish. 14. I learned that I really have to think about the things, that Miss Vodhanel talked about. 15. I learned that there’s more than one thing in life. Each person has their own opinion. 79 I LEARNED STATEMENTS Junior High 1. I learned that you should be careful in what you say and dd. 2. I learned what my priorities are. 3. I learned that decisions definitely have to be made, and that values are important. 4. I learned about things that I have never known about myself and others. 5. I learned that I have good values. 6. I learned that it is important to listen and give an answer with your sincere opinion. I loved it. 7. I learned about the way that I could open up my feelings and I felt better doing it. 8. I learned to talk with people I don!t know and how to disagree with the group. 9. I learned that sometimes in your life, you can be wrong 10. I learned that if you give a lot of money, you should give it to charity. 11. I learned that I'm not the only one who has my kind of feelings. I enjoyed it. 12. I learned that my values are a lot better after hearing this. 13. I learned that everyone should do his part in keeping the world peaceful. 14. I learned that other people have different values, and by listening, I can experience their feelings. 15. I learned to care for others, and that you can learn a lot from everyone. 80 I LEARNED STATEMENTS High School 1. I learned to overcome the insecurity of being truthful to myself and knowing that I’m not perfect. Now I can live with them without feeling that I’ve failed. 2. I learned that people are scared and uncertain about what to say. You present phrases that cause the change and alteration, but your presence causes people not to be so candid. In the group, people don’t want to get flushed from their social pedestals so they probably tend to agree with the over-all majority. I don’t know if you wanted to hear that or not. 3. I learned that all people basically have the same emotions. We’ve all been hurt, happy, sad, and we all feel the same even if we differ in our opinions on cer tain issues. 4. I learned that teenagers are not just one big stereo type. Everyone has their own ideas and values. 5. I learned that people are different and can express their differences. I enjoy things that everyone can participate in and enjoy. I enjoy learning. 6. I learned that many people of our age have the same values because we are all easygoing, so our values are the same. 7. I learned that my values are superior to the other students here. 8. I learned to be more aware of life. 9. I learned that some of my values are the same as other people, so I don’t feel like an outcast. 10.1 learned that people have a better attitude on life than I thought. I hope the negative ones do something to change. 11.1 learned that not all people have the same values as me, and that some are willing to listen to my view. 12.1 learned that most people value happiness and friend ship more than money. 81

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Creator Vodhanel, Lois (author)

Core Title The impact of adult and peer models on conforming to the values of others

Degree Doctor of Philosophy

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